Assignment 3.3: Benchmarks for CLP (Scenario and Collaborative Planning Form)
De Angelis in brown Klepac in purple Dr. M. in green
Work Schedule:
9 PM every Tues, Thurs, & Sun until complete: 8, 10, 13, 15, 17, 20, 22, & 24 April
Scenario Statement:
Ms. Klepac was preparing to teach the Revolutionary War to her eighth grade history students, but she wanted to do something different with them. She wanted to reach them and make them interested in this part of their heritage as Americans and it meant a lot to her that the students really “get into” the lesson. Ms. Klepac therefore accosted the school librarian, Ms. De Angelis, on a visit to the library after school to see if she had any ideas about how to get the students interested. Another teacher had collaborated with Ms. De Angelis on a lesson about slavery in literature and was very excited and thrilled about the outcome of the collaboratively planned and co-taught lessons. Ms. Klepac is focusing on TEKS §113.20.b.4.c and wants her students to dramatize, describe, and distinguish in regards to the Revolutionary War unit with an exciting and engaging lesson that includes using sensory images.
Accosted! All librarians should be so lucky as to have teachers who accost them for classroom-library coteaching! Yes, to a focus on standards-based teaching!
Teacher/Topic: Ms. Klepac, Social Studies, 8th Grade
Dates/Times: Teacher and SL will meet after school for 30 minutes on Tuesday & Thursday in the library
1. Why are we asking students to engage in this learning experience? Goals/Standards These are your objectives but what are you goals? Why are you asking students to engage in this lesson?
-Using Sensory Images Reading Comprehension Strategy -TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012. (b) Knowledge and skills (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
How will they explain? You need an inquiry standard or two from the TEKS.
-AASL Standards: -1.1.9: Collaborate with others to broaden and deepen understanding. -3.1.3: Use writing and speaking skills to communicate new understandings effectively. -4.1.8: Use creative and artistic formats to express personal learning.
2. What do we want the students to learn? Performance Indicators/Learning Objectives
Students to dramatize major Revolutionary events; Students to describe Revolutionary War culture through the use of sensory image; Students to distinguish differing political climes and economic perspectives leading to the war. Remember: This lesson will combine both RCS and inquiry learning.
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator
Teacher: Activate prior knowledge; use questioning during think aloud Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
Be careful. Your lesson needs to demonstrate coteaching throughout (see the A.4.2 Rubric). Do not develop a lesson that looks like educators are taking turns rather than team teaching.
4. How will they communicate what they learned? Learning Process/Products
Students will reenact particular scenes from major Revolutionary War events. Complete graphic organizer for sensory images within ‘John Adams’.
5. How will they/we assess their learning? Assessment Criteria/Tool(s)
Students will self-assess using a rubric; educators will assess graphic organizers using rubric. Teacher and Librarian will informally assess student learning through group discussion and performance.
Yes to self-assessment on students' part and coassessment by educators.
6. What resources will the students/we need?
Internet enabled computer / tablets; printed graphic organizers and rubrics
You will also need a significant number of resources for student inquiry-based research.
From J. Moreillon, Collaborative Strategies for Teaching Reading Comprehension (Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
I will review this on your rubric. Please access my comments there. Thank you. Rubric A.3.3 - Benchmark – Collaborative Planning Form:
6. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
This lesson is relevant to students’ lives because it is important to know where America came from; what it has gone through; why the students are able to live in a free and democratic country. It is important for students to learn from past events in order to learn how to move forward. Students will care because they are a part of the history. It is also important for students to realize the power of a collective and that they can make changes in their government and society if they participate actively.
7. Responsibilities for gathering or creating resources:
Teacher: Activate prior knowledge; use questioning during think aloud Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
8. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Teacher: Writes down sensory images as called out by students Librarian: Controls the video clips and gives background information on each clip TLC: Monitors student reenactments and informally assesses student work and discussion
9. Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Internet pathfinder, movie clips, computer/tablet
10. Materials (consumables such as graphic organizers, notemaking tools, art supplies):
Printed Graphic Organizers, GO rubrics, and self-assessment reenactment rubrics
28 March Benchmark Discussion De Angelis in brown Klepac in purple Howdy! Okay, it’s 9:39; I guess you forgot about tonight’s meeting. Anyway, we will need to meet as quickly as possible to discuss this next assignment. There appears to be a lot of moving parts. I will start a new GD for the benchmark and invite you; I will create a wiki page for this assignment. I think we’ve already said 8th grade is the level we will address. We need to decide who will be the teacher and who will be the SL. If you don’t mind, I’d like to be the SL. Maybe we’ll need to flip a coin. lol From the wiki AS: ~Step 1: Identify learning outcomes by identifying content-area curriculum standards and AASL standards, strands, and indicators. Do this first ~Choose a collaborative planning form They are all pretty similar. I like Dr. M’s ‘C’ form. This is the one I will paste in the wiki just to check that block. If you have another form that you prefer, we’ll just switch it. If you havent’ already, take a look at Iowa city’ JH form and the t-l toolkit one. There may be some stuff in them we can pick and add. ~Establish a schedule for future planning sessions I believe this extends through the end of the completed lesson plan. ~Complete the scenario narrative and planning form ~As a team, answer the five questions on Part 1 of the Rubric 3.3 ~As a team, check to make sure that questions 6 – 10 on Part 2 of the rubric are clearly noted on your scenario/planning form wiki page as well as on the rubric itself. All of this by Friday...
Aha….there you are
We also have to have a reading comprehension strategy and inquiry process in the lesson (project 3) some how.
I AM SO SORRY!!!! That horse that I told you was colicking earlier this week had to have surgery today, and I just got in…. Then I forgot about the meeting until I checked my email two seconds ago…. Anyway, I AM SOOOOOOOOO SORRRY!!!!!!! I’m here now….. I’m going to read what you have so far real quick….
Oh my gosh… That is a lot!!! I’ll be honest, I haven’t had a chance to look over the 3.3 assignment sheet yet… Okay, so I have no issue with taking the role of teacher and you can have SL…. Yes, we said 8th…
Sorry about your horse. I figured something was up. I just invited you to a fresh GD for the benchmark which we can use for future meetings. Wiki page is created and shell setup.
Ok, thank you so much! You are a lifesaver…. Um, okay, so I just looked over the assignment sheet really quick and looks like 3.3 is like the pre-planning for the actual lesson plan that we are going to create for 4.2? So the standards will be for the future lesson right? So we need to figure out what our lesson is going to be on???? Does it have to be similar to the lesson we looked at in 3.2??? Correct on all counts above, though I don’t know that we need to use sensory again. However, if we pick another reading comprehension strategy, we’ll have to familiarize ourselves with it first.
Okay, I see… So would you prefer to figure something out on sensory images or would you rather go a whole other route? I don’t really have a preference. I dont either… Ummm, honestly I don’t know what the other strategies are (I’m behind on readings…) I think we can probably make the sensory images strategy work, and we’ll probably be able to use some of the standards from the lesson plan we just deconstructed. Join the club on behind readings… Yes, I agree. We may as well use what we learned already, since I’m sure that was the purpose of the decon. Also, no really meaningful Q on BB about benchmark yet.Okay… Alright, so we know what strategy we’ll use, we can use the “C” form-that’s what you said right? They all really ask the same info but just in a different layout. This one is vertical.
Ok, I’m fine with that :) So we need to find standards, but I’ll look at those this weekend (probably Sunday, but I’ll get it done before Monday…) t
~Step 1: Identify learning outcomes by identifying content-area curriculum standards and AASL standards, strands, and indicators. Do this first
Yes, she lists this as the first step. You can’t get together ttomorrow, right?
Right, I know I won’t…. I already didn’t see how I could, and now I have to closely monitor this horse, so there is no way…. I don’t understand how this is the first step because how can you determine your standards before you know your lesson??? I know she said that, I just don’t see why… But, I think we can still make it work… We also have to determine the schedule right, and ten questions (sorry, I’m re-writing what you wrote because I’m don’t want to scroll up… lol) Lazy fingers… Lol… Are you able to meet on Sunday evening? We have church Sunday morning and my boys are doing a church playday Sunday afternoon, but I should be free in the evening I think…. After six or seven? Or later??? What time would workbest for you? I think we have a marketing collab at 3 PM if they didn’t cancel it. I also have another paper to do. How about 8 PM? 8 Pm would work great for me… So, if we play this like you’re the classroom teacher, what subject area are we looking at? I don’t know if we’re supposed to do it like this exactly...
Well, I would prefer English or History…. I think those would be the simplest… I like the idea of history, we could do reenactments or something… That sounds fun… So, from now until Sunday, we are looking at 8th grade history standards. Then we can pick and choose? Yes! That sounds good, and we can think of possible re-enactments or whatever…. And I will look more closely at the assignment sheet and planning form… Then on Sunday we can decide on a schedule and maybe look at the first five questions? As far as schedule, I was thinking: every Tues, Thur, Sun @ 9 PM until complete. At least on paper and we can adjust as needed. That sounds great :-) Anything else for tonight?No except for me to tell you sorry again….. That’s okay, I just stayed online and reviewed all the materials for this project. Don’t forget to paste your ‘voice’ into the discussion tab of the benchmark wiki page. Also, you did submit your rubric today, right? Yes ma’am I got it submitted… I just cut and paste the purple onto the wiki???? Thank you for looking over everything and for still being on here and having a late discussion… No sweat...bet you haven’t heard that in a while. lol Yes, I copy the discussion into a word doc and then delete the purple for singling out my voice, then paste into the discussion tab. I’ll paste in the entire discussion on the actual wiki page. Oh! Okay, I get it! I will do that then! Thank you! Okay, see you tomorrow. goodnight! Yes, sunday, duh! Sunday!!! :-) Goodnight, I will see you Sunday! :-) Goodnight!
_
30 March
I’m here, I’m looking over the AASL standards real quick, but I’ll keep checking back to see if you are on yet….
-I don’t know what you were thinking about doing the lesson on, but I was thinking maybe we could focus on the American Revolution or an event around that time period? Maybe the constitution or Declaration? I don’t know, I know you said something about doing a reenactment or something, but I wasn’t altogether sure what you had in mind…. Anyway, here are the TEKS that I found for possible stuff around the time of the Revolution, obviously the particular TEKS will change after we figure out what we are really doing, but these are all possible ones if you think doing the Revolution would be good…. Again, I’m not sure what you had in mind….
The TEKS I found for this time period:
TEKS: http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(a) Introduction:
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution and the Declaration of Independence, landmark cases of the U.S. Supreme Court, biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
(b) Knowledge and skills
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;
(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;
(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
(D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise; and
(E) analyze the arguments for and against ratification.
(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government;
(B) summarize the strengths and weaknesses of the Articles of Confederation;
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and
(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
(16) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
(A) summarize the purposes for and process of amending the U.S. Constitution; and
(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
(E) support a point of view on a social studies issue or event;
(F) identify bias in written, oral, and visual material;
(G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs;
(I) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and
(J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.
(31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
AASL Standards:
I’m still looking at the AASL….
Okay, I’m having issues with the AASL standards because there are so many, and they are so vague… I don’t know how we can choose the AASL standards without knowing what our lesson is going to be about… ??? What do you think???
Okay, this is what is due for 3.3, I am going to cross out the stuff we have done…
Module 3.3: Benchmarks for the Collaborative Lesson Plan
Identify learning outcomes by identifying content-area curriculum standards and AASL standards, strands, and indicators. Do this first. This is UbD, Understanding by Design (Wiggins & McTighe), also called “backward planning.”
Meet regularly with your collaborator – either in person or virtually. Note: You must document your conversations on the Wikispaces discussion tab.
Set up a scenario page/collaborative planning page on your wiki (ONE page).
Choose a collaborative planning form (See Module 1.4.), or create one of your own.
Copy and paste the collaborative planning FORM onto your wiki page.
Establish a schedule for future planning sessions, or a timeline for completing various components of the lesson plan. Include this on yourRubric 3.3 – Benchmarks for CLP.
Continue to negotiate aspects of the plan with your partner.
Complete the scenario narrative and planning form.
Review the __Rubric 3.3__ – Benchmarks for CLP (Scenario and Planning Form).
As a team, answer the five questions on Part 1 of the Rubric 3.3.
As a team, check to make sure that questions 6 – 10 on Part 2 of the rubric are clearly noted on your scenario/planning form wiki page as well as on the rubric itself.
So, we still have to figure out the standards for sure, do the scenario narrative and planning form… and the questions on parts 1 & 2 of the rubrics….
The rubric stuff is:
Part I: Scenario
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: v Person who first approached the other partner. v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. v Where (location within the school) the first collaborative conversation took place.
The scenario includes: v Grade level. v Content area(s). v Initial goal(s). v Initial objective(s).
Part I Questions:
A schedule for future collaborative planning sessions. Note: You MUST include an actualschedule for completing A.4.2 for LS5443:
A planning form selected (provide link to a wiki page):
Strengths brought to the partnership and this particular lesson/unit by Person A
Strengths brought to the partnership and this particular lesson/unit by Person B
How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
Note: Answer each of these questions here on the rubric.
Part II: Collaborative Planning Form
The collaborative planning form includes: v Content-area standards – including a reading comprehension standard. v Content-area objectives. v AASL standard(s) and strand(s) (S4L). S4L objectives (indicators). See below.
_ The collaborative planning form includes: v At least one graphic organizer. v Self-assessment rubric for students. v Assessment rubric for educators. (This can be the same but MUST be noted as such.) v Responsibilities for assessment.
Part II Questions:
This is how to present the AASL Standards: Standard/Strand/Indicator Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning. 5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
Responsibilities for gathering or creating resources:
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Materials (consumables such as graphic organizers, notemaking tools, art supplies)
I am a little unclear on what is expected of us on the scenario… I’m thinking it’s just basic background information on us? Or is it on who we are pretending to be? Like background information on who we are role playing as? I guess that would make more sense? I don’t know… I just emailed you to see if we are still meeting :) I am going to run over to Bb to see if anyone has posted any relevant questions about this project… I’ll be right back….
Relevant Q&A’s:
~Hello Dr. M - Just one quick clarification regarding the 3.3 Assessment Tools section of the rubric. The rubric states "the collaborative planning form includes: at least one graphic organizer, self-assessment rubric for students" etc. Does that just mean that these items are described on the planning form as being part of the lesson? I wanted to make sure that the actual rubrics didn't already have to be completed and part of the document. Thank you very much Donnie Cummings
Dear Donnie, You must "name" the graphic organizer (e.g. Venn diagram, categroy matrix...) or assessment (rubric, checklist...) and/or describe it on the planning form. If you want feedback from me, you will need to turn it in with the form. Best, Dr. M.
~I am going to paraphrase this…. Basically, if we want full points, we need to create an original graphic organizer and an original assessment for our lesson…. That is all the relevant questions and answers so far….
Okay, it is 8:50, so I am about to take a short leave so I can get some work done on my 4.3 project, but I will come back on around 9:15 to see if maybe you forgot we were meeting at 8:00 instead of 9:00 like we usually do… Anyway, that’ll give you time to read all this stuff I’ve put on here so far… I’m also going to go ahead and post this stuff so far on your wiki since it’s all in my voice, and it’ll be easier to cut & paste…
But first, in summary…. The stuff we need to do still
1. Standards-TEKS and AASL…. I’m thinking something around time of Revolution, but want to know what you had in mind first….
2. The scenario & Part I of rubric
3. The collaborative Planning Form & Part II of rubric….
I’ll be back shortly!!!! I’ll be back around 9:30 to check back… Alright ma’am, it is 9:40… I’m going to log off…. I hope everything is okay….
We’ll meet Tuesday at 9:00 as per our schedule????
So sorry about tonight! Major brain fart!! Revolution is fine. I have no real preference and we don’t need to have a reenactment...it was just an idea. Yes, I do believe we need to make actual products in support of the final lesson plan (rubric, pathfinder, etc), but not this benchmark. I believe the scenario paragraph is about our role playing.
01 APR
Howdy!
Hi ma’am!!! How are you???? Fine, thanks, and you? Good, overwhelmed, but good… :-) Yes, I know the feeling. Honestly, I have not worked on this project other than retrieve the SS TEKS and post them on the wiki. This other paper in my other class is due tomorrow at 5 pM, and that is where all my focus is. Ugh, I’m sorry you have a paper due, I don’t blame you for focusing primarily on that… I would be too… I haven’t done that much on this project either because of the 4.3 marketing project and my other class… Everything just sees to be happening all at once… But I really don’t think this week’s stuff will take that long, it seems like a lot, but I don’t think it really is…..
Sorry, I’m also putting together a salad… lol, well we can wait until after you eat and do whatever you’ve got to do… It really isn’t a big deal.. I can start on some other stuff I have to get done on here…. When will be better you think???? Oh, no we’re okay. That’s the one advantage to this collab...I can eat andtype at the same time. lol lol, okay, if you’re sure…
So tonight we need to figure out our lesson plan-just the general idea this week I think -so we can set the standards…. Then we need to do the scenario and answer the five questions from part I, and that is it for tonight….
Okay...you had said revolution. Are you an SS teacher? lol, no… it’s just something that seemed like it would be easy to figure out interesting lessons on… Just because there is so much you can do…. and there are a lot of standards about that time…. True, I just found one about during Freedom Week and they need to recite “we hold these truths…” Stuff like that should be easy to incorporate. Technically, I guess that’s after the revolution? I agree, that should be easy, are we sticking to the sensory stuff? Well, I was actually counting the declaration and constitution as a part of the revolution time period... Yes. Oh and we can use clips from ‘John Adams’ great series. I think that’s what it’s called. Cool, I haven’t heard of those… Yay :) Okay, so we have them recite the (is that the beginning of the declaration?) and watch the clips… What are we doing that plays into the sensory stuff??? Like in her lesson, she had them read stuff about slavery and listen to music? Or whatever and they had to draw out the sensory images evoked from the text and music… How can we do that here???
I think with the clips that will be easy… Ummmm, are they like a historical fiction series or like a documentary or????? Yes
Oh! I like it!!!! So that will be a great way for them to get sensory stuff from…. Yay!!!! It’s really excellent, you should watch it. I’ve visited Quincy MA and toured their property. It’s a national park. Pretty cool stuff. I really think I will...
Creating timelines...is that sensory? Also, what about using picture books with the older kids. Okay, I don’t think creating timelines is sensory, but I think it could be made into sensory… It would be hard though because you would have to line up the events in the timelines with sensory images, like feelings, smells, feels, etc…. So it might be a little difficult…. What do you want to use the picture books for??? Like little kid picture books??? Yes, didn’t she do that, too? Also, I saw some discussion of the same topic on one of the many listservs I subscribe to. The timeline or the picture book? PB I like picture books for older kids, a lot of them really enjoy them… I was just wondering what you wanted to do with them… Like books written about the time period? Or written during that time period??? I’m just trying to picture it…. lol I don’t know, I’m just throwing stuff out there. I mentioned timeline because the way you kind of lumped revolution, declaration etc together is how I was taught. But we all know it was not in rapid succession. There were many years between these events. We don’t have to do the timeline. Just throwing it out there.Lol, true…. No, I mean it’s fine, but we have to keep in mind we are not planning for the entire unit on the Revolutionary period, we are only collaborating on a lesson for part of the unit-so we don’t have to cover all of it… The kids will probably know that it wasn’t all put together… We also need to keep in mind we are only planning one day’s lesson… She said we could figure for more, but then we are going to have to summarize how we are expanding the lesson to however many days… So that sounds like extra work for us….Yes, one lesson only. Can we pick one TEKS that we could do in one lesson? Sure! Should it be only one? or two? I’m not sure… I don’t remember how many were for her lesson….
If we want to use Adams:
(B) explain the roles played by significant individuals during the American Revolution,
including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis
Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King
George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette,
Thomas Paine, and George Washington
Oh, this is a good one! Adams was pretty important. I think he’s more than one lesson, but that’s okay. We only need to do one lesson.True, that sounds good to me, There are some possible other ones, but we can add more if they fit after we’ve finalized the lesson…
If we want to do reenactments:
(C) explain the issues surrounding important events of the American Revolution, including
declaring independence; writing the Articles of Confederation; fighting the battles of
Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and
signing the Treaty of Paris of 1783;
Just throwing stuff out there…
Personally I like both ideas… The tv series looks really interesting, and reenactments I think always go good for the students… We won’t have time to do both though, so that stinks…. Which do you think is stronger for the sensory images strategy??? Probably the reenactments but I can see them getting out of hand quickly, especially with killing and all...Oh, that’s true…. Do you think the reenactments lesson can be done in one day??? We’d have to pick one specific battle, I would think. I think so. Valley Forge winter would be good too...very bleak. It would be cool to see them act out the sensory images rather than just write them down or something… I think Valley Forge would be a great idea! I think that would give them a really good sense of what the war was like for the soldiers and everyone…. If we could turn the A/C down or use fans to make them chilly…. Yes! Okay, so let’s do that!!!!! We can plan the lesson out better later, we just need to get the basics down now I think!!!! :-) I’m not trying to interrupt you, I just want to get us through the stuff for this week first…. No, I think that was the end of my thought...though, if we teach this right before lunch, they’ll be starving! Adds to the excitement. Lol, that’s awesome! And true… We can put that in our scenario probably-right???? Or wherever that would go… So it would at least make sense for our lesson…. I like it!!!!
Okay, from the rubric:
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
v Person who first approached the other partner.
v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
v Where (location within the school) the first collaborative conversation took place.
The scenario includes:
v Grade level. 8th grade
v Content area(s). History
v Initial goal(s).
v Initial objective(s).
Part I Questions:
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443: Action complete
2. A planning form selected (provide link to a wiki page): Did you look at the planning form I put on the wiki? Yes ma’am!!! Looks great! I’m definitely good with it!
3. Strengths brought to the partnership and this particular lesson/unit by Person A Classroom Teacher
Ms. Klepac, the classroom teacher, has been a Social Studies teacher for ten years and has a distinct passion for Revolutionary history. ???good!
Ms. Klepac has insight into her students’ learning styles and any behavioral issues.
4. Strengths brought to the partnership and this particular lesson/unit by Person B School Librarian
Ms. De Angelis, the School Librarian, has a broad knowledge of the curriculum and the ability to find unique resources to highlight particular aspects of joint lessons. She is not afraid to incorporate evocative and thought promoting ….blah We’re getting there Yes…. my mind isn’t working… I can’t think of appropriate words for some reason…. jumping down...
Ms. De Angelis has experience in collaboration techniques, working with other faculty members on lessons for the past fifteen years???
Ms. De Angelis has ideas to enhance student learning in new ways… (This is not worded good…)
Is that what she means? Our roles for this, or our actual selves? Reading the next question, I’m guessing our roles? Oh, good questions… I was thinking our roles as well… Yes I think our roles because #5 talks about our pretend administrator….
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: During a drive-by? Hey, Mr. Smith, Ms. Duncan and I are going to teach a collaborative lesson. Would you like to observe on Tuesday during fourth period? Is that what she means? Yes, I think we would say one of us went to his office or cornered him in the hall or whatever and said that to him….
Note: Answer each of these questions here on the rubric.
I think we are on our way with this. I can put more serious effort Wed evening after I turn in the other thing and Thurs before we meet.
at other goals for tonight?
Sorry…. lol… Ummm, I think that was it for tonight… I agree about ending for tonight, and that souns good… You need to focus on your paper…. I will add more tomorrow and Thursday as well… I’m just not with it tonight…. But now I think we are on the same track and understand what we are doing a bit better…. So I think we’ll be ok… What about the scenario paragraph? Is that tonight? Yes, but it’s just the small print above the questions… We can add onto those questions later too… And then we’ll just combine it all into paragraph form… That won’t take but a minute… Then Thursday night we can just do the planning form and questions 6-10... Okay, chica, whatever you think is good. I’m not trying to procrastinate, but I know you have that paper to worry about and this is just going to where we make up where we met and who approached who and why we wanted to collaborate, etc.. It’s not something that is going to take significant thought… I agree. I think these two projects are a little loose...creating the lesson plan is okay. I agree… Okay, so Thursday...did we say 8:30 or 9?
Lol, I think we said 9, but we were both on here at 8:30 tonight… Either is fine with me...Let’s say 8:30 then, that seemed to work. If for some reason we need to continue or tighten up, we still have Friday. The thing’s not due until 9 PM. Okay, sounds good… I don’t think we’ll have a problem getting it finished…. Have a good evening ma’am and good luck getting that paper finished!!! Thanks, have a good night! :-) Goodnight!
3 Apr
Alright, so I know we have quite a bit of little things to go over from Part I, plus the stuff from Part II to do tonight, so I wanted to get on here, and get things rolling a bit…
So…
1) The Scenario:
-I am thinking we can just kind of go by what actually happened with us (except in reverse order…) where I (as the classroom teacher) have a problem because I am teaching the Revolutionary War, but I want to do something different with my students. I want to reach them and make them interested in the War… This is a part of our pasts as Americans and it means a lot to me that the students really “get into” the lesson… So, I come to you (the school librarian) to see if you have any ideas about how to get my students interested. One of my (our) co-workers collaborated with you on a lesson about slavery in literature (do you think it is okay to use Dr. M’s lesson or do you think she might get upset? Is it a form of plagarism????) and was very excited and thrilled about the outcome of your lessons together. I wanted to see if you could collaborate with me on the Revolutionary War unit and help me come up with an exciting lesson…. I think sticking to the somewhat truth is good. Also, we don’t have to name her, so I don’t see how she can get upset.
-Okay, we also have to include:
-grade level: 8th
-content area: history
-initial goal (s): to get the students interested and motivated to learn about the Revolutionary War
-initial objective (s): would this be student objectives??? Yes, I think so. From the group feedback:
Again, I am from the "less is more" school of standards/objectives. Again, evidence-based practice comes into play. Include only the objectives for which you will be collecting data. involve students in the upper levels of Bloom’s taxonomy.
2) The Standards:
-We decided for the TEKS:
-(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
-For the AASL, I found these possibilities? It’s hard to decide because I keep mixing up the single lesson with the whole unit…
-1.1.9: Collaborate with others to broaden and deepen understanding.
-3.1.3: Use writing and speaking skills to communicate new understandings effectively.
-4.1.8: Use creative and artistic formats to express personal learning.
3) The Part I Questions:
-I added some to parts of a few questions... and combined (in pink) one of the questions… I think we have to put all this on our rubric, so I’m posting our initial answers to #1 & 2 here…
-#1: Meetings on Google Docs 4/6, 4/8, 4/10, 4/13, 4/15, 4/17
4) That’s all I’ve got for now… I’ve got to do some work for my other class right now plus do some work for the 4.3 project, but I hope to look over the Part II stuff and kind of do a look-through of all of that before the meeting tonight….
See you tonight!!!!
Howdy! Wow, you’ve done a lot of work...
:-) Hi ma’am!!! I tried… I was feeling a little anxious I guess… So I thought instead of being on here forever tonight, I should go ahead and work on it a little… :-) I understand. Did you read the feedback on our previous project? She seemed pleased. Yes!!! I’m so excited!!!! My presentation didn’t go so well the time before, so I really needed a good grade…. Did you get your paper done??? Yes, though I didn’t do as much review and reassessment as I normally do. This was more of a rush job. We’ll see. Awe, I’m sure it’ll turn out good! Probably so and I have a fairly strong grade. Great!
I wasn’t sure what to do on the objectives…. so I didn’t do anything there….I want to look at the decon...I’m starting to get confused with standards and objectives… Okay… I was confused with goals and objectives…
So, standards are verbatim from the TEKS and AASL; the objectives are written using Bloom’s verbage. The goals... Ah…. Yes about the standards…. Ok on the objectives, that makes sense when compared with the decon….The goals are in our words/????? What we want out of the lesson???? Or no?????
When I go back and look at LP 4.1 in her book, the word ‘goals’ is not used. I see ‘Student friendly objectives” Are goals and objectives the same thing? Isn’t that what you asked earlier? Hmmmmm...Yes, I’m confused with the difference, but I’m sure they are not the same, at least to Dr. M, because she asks for both…. ??? But the Bloom’s stuff sounds right for the objectives… It says “initial goal” and “initial objectives” so I’m thinking she assumes they might change? I really think the goal is going to be what we want to come out of the lesson, whereas the objectives are going to be more specific…????
Where are you seeing this ‘initial…” stuff? It is on Part I of the 3.3 Rubric…. I copied and pasted the part II above here…. and the Part I, I copied and pasted a small portion (in black letters) at the top of today’s entry…. I see, thinking... Did it include the goal/objectives??? I mean I don’t think we have to list the information, I think it is supposed to be in paragraph form, but she is going to make sure all of that stuff is in the paragraph somewhere. Maybe not explicitly stated, but in there nonetheless…
I’m not seeing goals being different than objectives. If you look back at the rubric, that level ten standard is under the Instructional Goals and Standards category.What’s the level ten standard? I think there’s some synonyms going on. All present: The scenario includes:
v Grade level.
v Content area(s).
v Initial goal(s).
v Initial objective(s).
Oh, I see, the box for the full 10 points? Okay, I was confused…. I don’t know, I though they were the same too, but I’m worried because they are both listed Dr. M doesn’t see them as the same and it states in the 8 points box “One of these is missing from the scenario.” I just look at the list and the other items, are very different, so I would assume goals and objectives are different too??? I don’t think we put TEKS or AASL standards here, I think that goes in Part II when we do the collaborative form…. Maybe we could just add a few Bloom’s terms to our paragraph???? Yes, that sounds good. And if we basically use the paragraph that I wrote up top with a few minor changes, it states the goal kind of implicitly and I think that might work???? Also sounds good. Okay, let me paste the paragraph below in black and we can work on it….
Ms. Klepac was preparing to teach the Revolutionary War to her eighth grade history students, but she wanted to do something different with them. She wanted to reach them and make them interested in this part of their heritage as Americans and it meant a lot to her that the students really “get into” the lesson. Ms. Klepac therefore accosted the school librarian, Ms. De Angelis, on a visit to the library after school to see if she had any ideas about how to get the students interested. Another teacher had collaborated with Ms. De Angelis on a lesson about slavery in literature and was very excited and thrilled about the outcome of the collaboratively planned and co-taught lessons. Ms. Klepac is focusing on TEKS §113.20.b.4.c and wants her students to dramatize, describe, and distinguish in regards to the Revolutionary War unit with an exciting and engaging lesson that includes using sensory images.
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443:
Sessions on Google Docs on 4/6, 4/8, 4/10, 4/13, 4/15, 4/17 4/20, 4/22, 4/24
2. A planning form selected (provide link to a wiki page):
3. Strengths brought to the partnership and this particular lesson/unit by Person A Classroom Teacher
Ms. Klepac, the classroom teacher, has been a Social Studies teacher for ten years and has a distinct passion for Revolutionary history. Ms. Klepac has insight into her students’ learning styles and possible behavioral issues. She is willing to try out teacher-librarian collaboration if it will enhance her students’ learning, and to continue its use, if successful.
4. Strengths brought to the partnership and this particular lesson/unit by Person B School Librarian
Ms. De Angelis, the School Librarian, has a broad knowledge of the curriculum and the ability to find unique resources to highlight particular aspects of joint lessons. She is not afraid to incorporate evocative and thought promoting techniques and strategies to the lessons. Ms. De Angelis has experience in collaboration techniques, from working with other faculty members on lessons for the past several years, and has ideas to enhance student learning in fun, interactive ways.
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
Ms. Klepac went to Mr. Smith’s office to inform him that she and Ms. De Angelis will be teaching a collaborative lesson and asked if he would like to observe on Tuesday during fourth period.
I LIKE IT!!!! Great job!!!!!!! :-) YES!!! Yay!!!!!
Ok, we need to add some Bloom’s terms, grade, subject...and fix it…. Should it be past tense or present tense???? ??Which ever, but it needs to be consistent. Lol, ok, let’s go for past tense….
I’m going to search for bloom terms…. Be right back!!!
I’m thinking dramatize, distinguish?, describe? These are good, especially dramatize with our reenactment. Yea, I thought that one for sure, and I was thinking the other two because of the sensory aspect…. I’m not sure though, but they’re just “initial” thoughts right????
Is that how you write the TEKS number??? I think so. ok
So are we done with Part I then???? Should we elaborate a little with the bloom’s?
???? We can, I don’t know that it’s necessary…. I think the scenario is just to give an overlay of where we are coming from with our lesson… I don’t think it needs to be really long or complex or anything???? Roger that. No, let’s keep it simple. Ok :-) Can I delete the table below???? sure if you want. We had missed the location of the initial meeting, so I added it. Oh! Good call!!! proceed Lol, should we polish up the part I questions too before we move to Part 2???? And put it right below the scenario so it’ll be easier to copy and paste to the wiki???? Or no??? Am I adding too many unimportant steps???? No, that’s fine. we can have them together so when we paste back into the rubric, and onto the wiki, it’s all there. Lol!!! Ok :-) Hey, stop wasting question marks...they cost money. LOL JK! It’s funny, because everything has four QM. ;) I know! I have a problem, that and the exclamation marks… and the periods I guess. :-) Okay, I copied and pasted… I left the colors so we’d understand what we were doing so we could fix it, but should we make it black??? Like some of them I think we could leave our own colors because it shows our joint work, but some of them (like 1, 2, and 5) it’s all a jumble of our words, so it really is joint work, so couldn’t we make that black? (I only used one that time!) ;) I’m open to colors or black in select area. We will paste this conversation into the wiki with colors intact, so she can refer to it if she has questions about black areas. Awesome, agreed! Okay, so I guess let’s go above to the questions :)
Part 2:
The collaborative planning form includes:
v Content-area standards – including a reading comprehension standard.
v Content-area objectives.
v AASL standard(s) and strand(s) (S4L).
S4L objectives (indicators).
See below.
The collaborative planning form includes:
v At least one graphic organizer.
v Self-assessment rubric for students.
v Assessment rubric for educators. (This can be the same but MUST be noted as such.)
Responsibilities for assessment.
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
Responsibilities for gathering or creating resources:
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Materials (consumables such as graphic organizers, notemaking tools, art supplies)
Note: Answer each of these questions here on the rubric.
Assessing and Turning in Your Work:
v Use the rubric to self-assess your work.
v One partner will submit the rubric with the top portions completed for both Part 1 and Part 2.
v The other partner will submit the URL to the scenario and the completed collaborative planning FORM (which includes your scenario) on your wiki.
Oh, I found you. Is the scenario paragraph complete? Sorry I was jumping around… Yes, I think so… Do you??? Yes, I want to paste it into the wiki now. Ok, and I just copied your planning form and I am going to paste it on here below this….
Collaborative Planning Form:
Teacher/Topic: Ms. Klepac, Social Studies, 8th Grade
Dates/Times: Teacher and SL will meet after school for 30 minutes on Tuesday & Thursday in the library
1. Why are we asking students to engage in this learning experience? Goals/Standards
-Using Sensory Images Reading Comprehension Strategy -TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012. (b) Knowledge and skills (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; -AASL Standards: -1.1.9: Collaborate with others to broaden and deepen understanding. -3.1.3: Use writing and speaking skills to communicate new understandings effectively. -4.1.8: Use creative and artistic formats to express personal learning.
2. What do we want the students to learn? Performance Indicators/Learning Objectives students to dramatize, describe, and distinguish
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator Teacher: Activate prior knowledge; Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational TLC: Create graphic organizer; create self-assessment rubric;
4. How will they communicate what they learned? Learning Process/Products Students will reenact particular scenes from major Revolutionary War events.
5. How will they/we assess their learning? Assessment Criteria/Tool(s) Students will self-assess using a rubric. Teacher and Librarian will informally assess student learning through group discussion and performance
6. What resources will the students/we need? Internet enabled computer / tablets;
__
5. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
This lesson is relevant to students’ lives because it is important to know where America came from; what it has gone through; why the students are able to live in a free country. It is important for students to learn from past events in order to learn how to move forward. Students will care because they are a part of the history. It is also important for students to realize the power of a collective and that they can make changes in their government and society if they participate actively.
6. Responsibilities for gathering or creating resources:
Teacher: Activate prior knowledge
Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational
7. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Teacher: Writes down sensory images as called out by students
Librarian: Controls the video clips and gives background information on each clip
TLC: Monitors student reenactments and informally assesses student work and discussion
8. Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Internet pathfinder, movie clips, computer/tablet
9. Materials (consumables such as graphic organizers, notemaking tools, art supplies):
Printed Graphic Organizers and student rubrics,
Oh, I get it,.... So where are the “particular scenes” coming from???? The movie?? Yes. I actually own a copy of it. Or do we provide them??? Are we doing something similar as the lesson decon. where the students watch the movie clips and call out the sensory images and one of us writes them down? Then they reenact the scenes???? I’m kind of confused on this aspect of the lesson… Well, me too. I guess that’s why we’re planning
We don’t have to have everything planned out yet at least ( I think that’s next week…), but we still have to have a firm grasp on what we are doing in order to answer these questions… It’s a lot to do…
I think I’m kind of lost...where are we exactly? ??? I think we are just skipping around answering whichever questions we think we can…..Are you available tomorrow? I don’t know that we can be 100% complete tonight. We’re (I’m) starting to get flaky...What time tomorrow? I’m available all day; what is your schedule ? I am available from 9:00 am to about 2:00 PM…. no, if we can meet during that time period, that’s great…. I don’t think we’ll need all that much time, we just need fresher brains. What about 11 am? I agree, and that will be perfect for me…. Okay, so we’ll reconvene at 11:00 tomorrow? Yes ma’am!!! Okay, let’s catch some ZZZs… :-) Okay, have a great night! You too!
tklepac1
10:30 PM Yesterday
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Responsibilities for gathering or creating resources What is the difference between this question and #3?
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Resolve ciara77055 No differences; remember, the questions below the line of demarkation are to be placed on the rubric. They should be copy / paste from the above collaboration form that is on the wiki
10:31 PM Yesterday
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Delete tklepac1 OK... So they are the same questions? I'm confused...
10:33 PM Yesterday tklepac1 Oh, I think I get it!
10:36 PM Yesterday ciara77055 ok good
10:37 PM Yesterday
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tklepac1
10:23 PM Yesterday
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Query / reinforce?? Sorry, you just introduced me to the "comments" function :-) What do you mean by "query/reinforce"?
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Resolve ciara77055 Maybe I meant 'activate'
10:23 PM Yesterday
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Delete ciara77055 They should already have some background knowledge, no?
10:24 PM Yesterday
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Delete tklepac1 Yes, I wasn't sure what to put there, so I made something up :-)
10:24 PM Yesterday ciara77055 I'm jumping around a lot because my brain is short circuiting...
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Delete tklepac1 Lol, I hear you...
10:25 PM Yesterday tklepac1 I'm going to come back to this question...
10:26 PM Yesterday
ciara77055
9:58 PM Yesterday
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page where are you?
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tklepac1 at the bottom?
10:02 PM Yesterday
4 April
Good morning! Good morning!!! Ready to get this finished? lol...conservative. Yes, I am. I need to catch up on last week’s reading. Ugh! Tell me about it… Plus I need to catch up on work in my other class-I have a paper due Sunday…. ACK!!!
So we just need to polish up the answers right? Did we answer all the questions already? Guess we need to review. Yes, I think we wrote all the answers last night, but things were getting a little disorganized maybe, and we were just writing…. I think it was getting confusing because we were both wiped out…
Let’s start with the form first:
Collaborative Planning Form:
Teacher/Topic: Ms. Klepac, Social Studies, 8th Grade
Dates/Times: Teacher and SL will meet after school for 30 minutes on Tuesday & Thursday in the library
1. Why are we asking students to engage in this learning experience? Goals/Standards
-Using Sensory Images Reading Comprehension Strategy -TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012. (b) Knowledge and skills (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; -AASL Standards: -1.1.9: Collaborate with others to broaden and deepen understanding. -3.1.3: Use writing and speaking skills to communicate new understandings effectively. -4.1.8: Use creative and artistic formats to express personal learning.
2. What do we want the students to learn? Performance Indicators/Learning Objectives Students to dramatize major Revolutionary events; Students to describe Revolutionary War culture through the use of sensory image; Students to distinguish differing political climes and economic perspectives leading to the war.
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator Teacher: Activate prior knowledge; use questioning during think aloud Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
4. How will they communicate what they learned? Learning Process/Products Students will reenact particular scenes from major Revolutionary War events. Complete graphic organizer for sensory images within ‘John Adams’.
5. How will they/we assess their learning? Assessment Criteria/Tool(s) Students will self-assess using a rubric; educators will assess graphic organizers using rubric Teacher and Librarian will informally assess student learning through group discussion and performance.
6. What resources will the students/we need? Internet enabled computer / tablets; printed graphic organizers and rubrics __
#1 looks done. #2 looks weak to me; I think it needs fleshing out #3 from others just listed the tasks each educator was going to take care of ok... Agreed. I think for the most part they all look good, I’m wondering about #3 though… are those learning expectations or resources?
What do you think? Maybe one more for #3 Teacher? Probably, but I don’t know what to put there… I think also maybe one more for #4…. how are you feeling now? I’m good with this first part….I just added a little more above Yes, good call…
Rubric questions:
5. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.): This lesson is relevant to students’ lives because it is important to know where America came from; what it has gone through; why the students are able to live in a free and democratic country. It is important for students to learn from past events in order to learn how to move forward. Students will care because they are a part of the history. It is also important for students to realize the power of a collective and that they can make changes in their government and society if they participate actively.
6. Responsibilities for gathering or creating resources: Teacher: Activate prior knowledge; use questioning during think aloud Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
7. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: Teacher: Writes down sensory images as called out by students Librarian: Controls the video clips and gives background information on each clip TLC: Monitors student reenactments and informally assesses student work and discussion
8. Technology tools integration (or explanation of why technology is not part of the lesson/unit): Internet pathfinder, movie clips, computer/tablet
9. Materials (consumables such as graphic organizers, notemaking tools, art supplies): Printed Graphic Organizers, GO rubrics, and self-assessment reenactment rubrics.
Yes… Sorry, I keep getting distracted...No worries, mate. lol Is the self assessment rubric for the reenactment? yes.. So… I think we’re good… I keep re-reading, but I think it’s alright…
Okay. I will paste this entire discussion into the wiki I will paste my voice into the discussion. I will paste the collaborative form answers into the form on the wiki Okay, I will post voice in as well. One partner will submit the rubric with the top portions completed for both Parts 1 and 2.
The other partner will submit the URL for the scenario and collaborative planning form (one wiki page!). ok, since you are pasting onto the wiki, how about I submit the rubric with the portions complete on the top and you submit the URL… Roger
Ok, so we are meeting Sunday at 9 to do more on the project???? When is your other project due? Sunday evening, but I should be done prior to or meeting… I would hope...I have drill this weekend. Are you available during the day on Monday? My other group is insisting on meeting on Monday evening even though I told them I would check on the archive and respond later because I’m getting up very early to go to SA. Lovely… Yes, I can meet Monday during the day… Again, between 9 and 2….
Okay, how about Monday at 11 AM to discuss the battle plan for project number 3. I think we will definitely need to step up the game for this one. I think she really wants it very complete with actual products? hold on something just happened outside, Illl be right back okay sorry, there was a huge bang outside, but I have no clue what it was… Anyway…. Yes, I agree, we need to step it up on the rest, she does want actual products, I think an actual graphic organizer and a rubric if I’m not mistaken… Plus the whole detailed lesson plan...Yes. Ok, sorry about that, scared the life out of me… could be anything, backfire, gunfire. Yea, no clue, but it was like it was right outside… Our neighbors don’t live very close….I understand...been to Iraq a couple of times...So, shall we email each other when we complete today’s tasks? Just to make sure we don’t have brain farts? Lol, yes, sounds good… I’m going to do my submission right after this…. Just have to copy and paste links onto the rubric… Yes, I will start my tasks shortly, too. I will also start another GD for part three and invite you. Oh! Good idea. Okay… Ahhhhh, I think we’re finally getting there…
I will email you when I finish my tasks and meet you on the new GD Monday at 11 am...Roger that. Have a great day and a wonderful weekend. Good luck on your next paper. Thank you, you too, and good luck catching up on readings!
Lesson Plan Decon
Collaborative Lesson Plan
Assignment 3.3: Benchmarks for CLP (Scenario and Collaborative Planning Form)
De Angelis in brown
Klepac in purple
Dr. M. in green
Work Schedule:
9 PM every Tues, Thurs, & Sun until complete: 8, 10, 13, 15, 17, 20, 22, & 24 AprilScenario Statement:
Ms. Klepac was preparing to teach the Revolutionary War to her eighth grade history students, but she wanted to do something different with them. She wanted to reach them and make them interested in this part of their heritage as Americans and it meant a lot to her that the students really “get into” the lesson. Ms. Klepac therefore accosted the school librarian, Ms. De Angelis, on a visit to the library after school to see if she had any ideas about how to get the students interested. Another teacher had collaborated with Ms. De Angelis on a lesson about slavery in literature and was very excited and thrilled about the outcome of the collaboratively planned and co-taught lessons. Ms. Klepac is focusing on TEKS §113.20.b.4.c and wants her students to dramatize, describe, and distinguish in regards to the Revolutionary War unit with an exciting and engaging lesson that includes using sensory images.
Accosted! All librarians should be so lucky as to have teachers who accost them for classroom-library coteaching! Yes, to a focus on standards-based teaching!
Collaborative Planning Form:
Supplement 1C―Collaborative Planning Sheet, Sample 3Ms. Klepac, Social Studies, 8th Grade
Teacher and SL will meet after school for 30 minutes on Tuesday & Thursday in the library
These are your objectives but what are you goals? Why are you asking students to engage in this lesson?
-Using Sensory Images Reading Comprehension Strategy
-TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(b) Knowledge and skills
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
How will they explain? You need an inquiry standard or two from the TEKS.
-AASL Standards:
-1.1.9: Collaborate with others to broaden and deepen understanding.
-3.1.3: Use writing and speaking skills to communicate new understandings effectively.
-4.1.8: Use creative and artistic formats to express personal learning.
Students to dramatize major Revolutionary events;
Students to describe Revolutionary War culture through the use of sensory image;
Students to distinguish differing political climes and economic perspectives leading to the war.
Remember: This lesson will combine both RCS and inquiry learning.
Teacher: Activate prior knowledge; use questioning during think aloud
Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational
TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
Be careful. Your lesson needs to demonstrate coteaching throughout (see the A.4.2 Rubric). Do not develop a lesson that looks like educators are taking turns rather than team teaching.
Students will reenact particular scenes from major Revolutionary War events.
Complete graphic organizer for sensory images within ‘John Adams’.
Students will self-assess using a rubric; educators will assess graphic organizers using rubric.
Teacher and Librarian will informally assess student learning through group discussion and performance.
Yes to self-assessment on students' part and coassessment by educators.
Internet enabled computer / tablets; printed graphic organizers and rubrics
You will also need a significant number of resources for student inquiry-based research.
the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
I will review this on your rubric. Please access my comments there. Thank you.
Rubric A.3.3 - Benchmark – Collaborative Planning Form:
6. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
This lesson is relevant to students’ lives because it is important to know where America came from; what it has gone through; why the students are able to live in a free and democratic country. It is important for students to learn from past events in order to learn how to move forward. Students will care because they are a part of the history. It is also important for students to realize the power of a collective and that they can make changes in their government and society if they participate actively.
7. Responsibilities for gathering or creating resources:
Teacher: Activate prior knowledge; use questioning during think aloud
Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational
TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
8. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Teacher: Writes down sensory images as called out by students
Librarian: Controls the video clips and gives background information on each clip
TLC: Monitors student reenactments and informally assesses student work and discussion
9. Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Internet pathfinder, movie clips, computer/tablet
10. Materials (consumables such as graphic organizers, notemaking tools, art supplies):
Printed Graphic Organizers, GO rubrics, and self-assessment reenactment rubrics
SS TEKS Grade 8 from TEA website:
28 March
Benchmark Discussion
De Angelis in brown
Klepac in purple
Howdy! Okay, it’s 9:39; I guess you forgot about tonight’s meeting. Anyway, we will need to meet as quickly as possible to discuss this next assignment. There appears to be a lot of moving parts.
I will start a new GD for the benchmark and invite you; I will create a wiki page for this assignment. I think we’ve already said 8th grade is the level we will address. We need to decide who will be the teacher and who will be the SL. If you don’t mind, I’d like to be the SL. Maybe we’ll need to flip a coin. lol
From the wiki AS:
~Step 1: Identify learning outcomes by identifying content-area curriculum standards and AASL standards, strands, and indicators. Do this first
~Choose a collaborative planning form They are all pretty similar. I like Dr. M’s ‘C’ form. This is the one I will paste in the wiki just to check that block. If you have another form that you prefer, we’ll just switch it. If you havent’ already, take a look at Iowa city’ JH form and the t-l toolkit one. There may be some stuff in them we can pick and add.
~Establish a schedule for future planning sessions I believe this extends through the end of the completed lesson plan.
~Complete the scenario narrative and planning form
~As a team, answer the five questions on Part 1 of the Rubric 3.3
~As a team, check to make sure that questions 6 – 10 on Part 2 of the rubric are clearly noted on your scenario/planning form wiki page as well as on the rubric itself.
All of this by Friday...
Aha….there you are
We also have to have a reading comprehension strategy and inquiry process in the lesson (project 3) some how.
I AM SO SORRY!!!! That horse that I told you was colicking earlier this week had to have surgery today, and I just got in…. Then I forgot about the meeting until I checked my email two seconds ago…. Anyway, I AM SOOOOOOOOO SORRRY!!!!!!! I’m here now….. I’m going to read what you have so far real quick….
Oh my gosh… That is a lot!!! I’ll be honest, I haven’t had a chance to look over the 3.3 assignment sheet yet… Okay, so I have no issue with taking the role of teacher and you can have SL…. Yes, we said 8th…
Sorry about your horse. I figured something was up. I just invited you to a fresh GD for the benchmark which we can use for future meetings. Wiki page is created and shell setup.
Ok, thank you so much! You are a lifesaver…. Um, okay, so I just looked over the assignment sheet really quick and looks like 3.3 is like the pre-planning for the actual lesson plan that we are going to create for 4.2? So the standards will be for the future lesson right? So we need to figure out what our lesson is going to be on???? Does it have to be similar to the lesson we looked at in 3.2??? Correct on all counts above, though I don’t know that we need to use sensory again. However, if we pick another reading comprehension strategy, we’ll have to familiarize ourselves with it first.
Okay, I see… So would you prefer to figure something out on sensory images or would you rather go a whole other route? I don’t really have a preference. I dont either… Ummm, honestly I don’t know what the other strategies are (I’m behind on readings…) I think we can probably make the sensory images strategy work, and we’ll probably be able to use some of the standards from the lesson plan we just deconstructed. Join the club on behind readings… Yes, I agree. We may as well use what we learned already, since I’m sure that was the purpose of the decon. Also, no really meaningful Q on BB about benchmark yet.Okay… Alright, so we know what strategy we’ll use, we can use the “C” form-that’s what you said right? They all really ask the same info but just in a different layout. This one is vertical.
Ok, I’m fine with that :) So we need to find standards, but I’ll look at those this weekend (probably Sunday, but I’ll get it done before Monday…) t
~Step 1: Identify learning outcomes by identifying content-area curriculum standards and AASL standards, strands, and indicators. Do this first
Yes, she lists this as the first step. You can’t get together ttomorrow, right?
Right, I know I won’t…. I already didn’t see how I could, and now I have to closely monitor this horse, so there is no way…. I don’t understand how this is the first step because how can you determine your standards before you know your lesson??? I know she said that, I just don’t see why… But, I think we can still make it work… We also have to determine the schedule right, and ten questions (sorry, I’m re-writing what you wrote because I’m don’t want to scroll up… lol) Lazy fingers… Lol… Are you able to meet on Sunday evening? We have church Sunday morning and my boys are doing a church playday Sunday afternoon, but I should be free in the evening I think…. After six or seven? Or later??? What time would workbest for you? I think we have a marketing collab at 3 PM if they didn’t cancel it. I also have another paper to do. How about 8 PM? 8 Pm would work great for me… So, if we play this like you’re the classroom teacher, what subject area are we looking at? I don’t know if we’re supposed to do it like this exactly...
Well, I would prefer English or History…. I think those would be the simplest… I like the idea of history, we could do reenactments or something… That sounds fun… So, from now until Sunday, we are looking at 8th grade history standards. Then we can pick and choose? Yes! That sounds good, and we can think of possible re-enactments or whatever…. And I will look more closely at the assignment sheet and planning form… Then on Sunday we can decide on a schedule and maybe look at the first five questions? As far as schedule, I was thinking: every Tues, Thur, Sun @ 9 PM until complete. At least on paper and we can adjust as needed. That sounds great :-) Anything else for tonight?No except for me to tell you sorry again….. That’s okay, I just stayed online and reviewed all the materials for this project. Don’t forget to paste your ‘voice’ into the discussion tab of the benchmark wiki page. Also, you did submit your rubric today, right? Yes ma’am I got it submitted… I just cut and paste the purple onto the wiki???? Thank you for looking over everything and for still being on here and having a late discussion… No sweat...bet you haven’t heard that in a while. lol Yes, I copy the discussion into a word doc and then delete the purple for singling out my voice, then paste into the discussion tab. I’ll paste in the entire discussion on the actual wiki page. Oh! Okay, I get it! I will do that then! Thank you! Okay, see you tomorrow. goodnight! Yes, sunday, duh! Sunday!!! :-) Goodnight, I will see you Sunday! :-) Goodnight!
_
30 March
I’m here, I’m looking over the AASL standards real quick, but I’ll keep checking back to see if you are on yet….
-I don’t know what you were thinking about doing the lesson on, but I was thinking maybe we could focus on the American Revolution or an event around that time period? Maybe the constitution or Declaration? I don’t know, I know you said something about doing a reenactment or something, but I wasn’t altogether sure what you had in mind…. Anyway, here are the TEKS that I found for possible stuff around the time of the Revolution, obviously the particular TEKS will change after we figure out what we are really doing, but these are all possible ones if you think doing the Revolution would be good…. Again, I’m not sure what you had in mind….
The TEKS I found for this time period:
TEKS:
http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(a) Introduction:
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution and the Declaration of Independence, landmark cases of the U.S. Supreme Court, biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
(b) Knowledge and skills
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;
(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;
(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
(D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise; and
(E) analyze the arguments for and against ratification.
(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government;
(B) summarize the strengths and weaknesses of the Articles of Confederation;
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and
(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
(16) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
(A) summarize the purposes for and process of amending the U.S. Constitution; and
(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
(E) support a point of view on a social studies issue or event;
(F) identify bias in written, oral, and visual material;
(G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs;
(I) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and
(J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.
(31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
AASL Standards:
I’m still looking at the AASL….
Okay, I’m having issues with the AASL standards because there are so many, and they are so vague… I don’t know how we can choose the AASL standards without knowing what our lesson is going to be about… ??? What do you think???
Okay, this is what is due for 3.3, I am going to cross out the stuff we have done…
Module 3.3: Benchmarks for the Collaborative Lesson Plan
So, we still have to figure out the standards for sure, do the scenario narrative and planning form… and the questions on parts 1 & 2 of the rubrics….
The rubric stuff is:
Part I: Scenario
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
v Person who first approached the other partner.
v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
v Where (location within the school) the first collaborative conversation took place.
The scenario includes:
v Grade level.
v Content area(s).
v Initial goal(s).
v Initial objective(s).
Part I Questions:
- A schedule for future collaborative planning sessions. Note: You MUST include an actualschedule for completing A.4.2 for LS5443:
- A planning form selected (provide link to a wiki page):
- Strengths brought to the partnership and this particular lesson/unit by Person A
- Strengths brought to the partnership and this particular lesson/unit by Person B
- How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
Note: Answer each of these questions here on the rubric.Part II: Collaborative Planning Form
The collaborative planning form includes:
v Content-area standards – including a reading comprehension standard.
v Content-area objectives.
v AASL standard(s) and strand(s) (S4L).
S4L objectives (indicators).
See below.
_
The collaborative planning form includes:
v At least one graphic organizer.
v Self-assessment rubric for students.
v Assessment rubric for educators. (This can be the same but MUST be noted as such.)
v Responsibilities for assessment.
Part II Questions:
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
I am a little unclear on what is expected of us on the scenario… I’m thinking it’s just basic background information on us? Or is it on who we are pretending to be? Like background information on who we are role playing as? I guess that would make more sense? I don’t know…
I just emailed you to see if we are still meeting :)
I am going to run over to Bb to see if anyone has posted any relevant questions about this project… I’ll be right back….
Relevant Q&A’s:
~Hello Dr. M -
Just one quick clarification regarding the 3.3 Assessment Tools section of the rubric. The rubric states "the collaborative planning form includes: at least one graphic organizer, self-assessment rubric for students" etc. Does that just mean that these items are described on the planning form as being part of the lesson? I wanted to make sure that the actual rubrics didn't already have to be completed and part of the document.
Thank you very much
Donnie Cummings
Dear Donnie,
You must "name" the graphic organizer (e.g. Venn diagram, categroy matrix...) or assessment (rubric, checklist...) and/or describe it on the planning form.
If you want feedback from me, you will need to turn it in with the form.
Best,
Dr. M.
~I am going to paraphrase this…. Basically, if we want full points, we need to create an original graphic organizer and an original assessment for our lesson….
That is all the relevant questions and answers so far….
Okay, it is 8:50, so I am about to take a short leave so I can get some work done on my 4.3 project, but I will come back on around 9:15 to see if maybe you forgot we were meeting at 8:00 instead of 9:00 like we usually do… Anyway, that’ll give you time to read all this stuff I’ve put on here so far… I’m also going to go ahead and post this stuff so far on your wiki since it’s all in my voice, and it’ll be easier to cut & paste…
But first, in summary…. The stuff we need to do still
1. Standards-TEKS and AASL…. I’m thinking something around time of Revolution, but want to know what you had in mind first….
2. The scenario & Part I of rubric
3. The collaborative Planning Form & Part II of rubric….
I’ll be back shortly!!!! I’ll be back around 9:30 to check back…
Alright ma’am, it is 9:40… I’m going to log off…. I hope everything is okay….
We’ll meet Tuesday at 9:00 as per our schedule????
So sorry about tonight! Major brain fart!! Revolution is fine. I have no real preference and we don’t need to have a reenactment...it was just an idea. Yes, I do believe we need to make actual products in support of the final lesson plan (rubric, pathfinder, etc), but not this benchmark.
I believe the scenario paragraph is about our role playing.
01 APR
Howdy!
Hi ma’am!!! How are you???? Fine, thanks, and you? Good, overwhelmed, but good… :-) Yes, I know the feeling. Honestly, I have not worked on this project other than retrieve the SS TEKS and post them on the wiki. This other paper in my other class is due tomorrow at 5 pM, and that is where all my focus is. Ugh, I’m sorry you have a paper due, I don’t blame you for focusing primarily on that… I would be too… I haven’t done that much on this project either because of the 4.3 marketing project and my other class… Everything just sees to be happening all at once… But I really don’t think this week’s stuff will take that long, it seems like a lot, but I don’t think it really is…..
Sorry, I’m also putting together a salad… lol, well we can wait until after you eat and do whatever you’ve got to do… It really isn’t a big deal.. I can start on some other stuff I have to get done on here…. When will be better you think???? Oh, no we’re okay. That’s the one advantage to this collab...I can eat andtype at the same time. lol lol, okay, if you’re sure…
So tonight we need to figure out our lesson plan-just the general idea this week I think -so we can set the standards…. Then we need to do the scenario and answer the five questions from part I, and that is it for tonight….
Okay...you had said revolution. Are you an SS teacher? lol, no… it’s just something that seemed like it would be easy to figure out interesting lessons on… Just because there is so much you can do…. and there are a lot of standards about that time…. True, I just found one about during Freedom Week and they need to recite “we hold these truths…” Stuff like that should be easy to incorporate. Technically, I guess that’s after the revolution? I agree, that should be easy, are we sticking to the sensory stuff? Well, I was actually counting the declaration and constitution as a part of the revolution time period... Yes. Oh and we can use clips from ‘John Adams’ great series. I think that’s what it’s called. Cool, I haven’t heard of those… Yay :) Okay, so we have them recite the (is that the beginning of the declaration?) and watch the clips… What are we doing that plays into the sensory stuff??? Like in her lesson, she had them read stuff about slavery and listen to music? Or whatever and they had to draw out the sensory images evoked from the text and music… How can we do that here???
I think with the clips that will be easy… Ummmm, are they like a historical fiction series or like a documentary or????? Yes
Check it out here: http://www.imdb.com/title/tt0472027/?ref_=nv_sr_1
Okay, let me look real quick!!!!
Oh! I like it!!!! So that will be a great way for them to get sensory stuff from…. Yay!!!! It’s really excellent, you should watch it. I’ve visited Quincy MA and toured their property. It’s a national park. Pretty cool stuff. I really think I will...
Creating timelines...is that sensory? Also, what about using picture books with the older kids. Okay, I don’t think creating timelines is sensory, but I think it could be made into sensory… It would be hard though because you would have to line up the events in the timelines with sensory images, like feelings, smells, feels, etc…. So it might be a little difficult…. What do you want to use the picture books for??? Like little kid picture books??? Yes, didn’t she do that, too? Also, I saw some discussion of the same topic on one of the many listservs I subscribe to. The timeline or the picture book? PB I like picture books for older kids, a lot of them really enjoy them… I was just wondering what you wanted to do with them… Like books written about the time period? Or written during that time period??? I’m just trying to picture it…. lol I don’t know, I’m just throwing stuff out there. I mentioned timeline because the way you kind of lumped revolution, declaration etc together is how I was taught. But we all know it was not in rapid succession. There were many years between these events. We don’t have to do the timeline. Just throwing it out there.Lol, true…. No, I mean it’s fine, but we have to keep in mind we are not planning for the entire unit on the Revolutionary period, we are only collaborating on a lesson for part of the unit-so we don’t have to cover all of it… The kids will probably know that it wasn’t all put together… We also need to keep in mind we are only planning one day’s lesson… She said we could figure for more, but then we are going to have to summarize how we are expanding the lesson to however many days… So that sounds like extra work for us….Yes, one lesson only. Can we pick one TEKS that we could do in one lesson? Sure! Should it be only one? or two? I’m not sure… I don’t remember how many were for her lesson….
If we want to use Adams:
(B) explain the roles played by significant individuals during the American Revolution,
including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis
Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King
George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette,
Thomas Paine, and George Washington
Oh, this is a good one! Adams was pretty important. I think he’s more than one lesson, but that’s okay. We only need to do one lesson.True, that sounds good to me, There are some possible other ones, but we can add more if they fit after we’ve finalized the lesson…
If we want to do reenactments:
(C) explain the issues surrounding important events of the American Revolution, including
declaring independence; writing the Articles of Confederation; fighting the battles of
Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and
signing the Treaty of Paris of 1783;
Just throwing stuff out there…
Personally I like both ideas… The tv series looks really interesting, and reenactments I think always go good for the students… We won’t have time to do both though, so that stinks…. Which do you think is stronger for the sensory images strategy??? Probably the reenactments but I can see them getting out of hand quickly, especially with killing and all...Oh, that’s true…. Do you think the reenactments lesson can be done in one day??? We’d have to pick one specific battle, I would think. I think so. Valley Forge winter would be good too...very bleak. It would be cool to see them act out the sensory images rather than just write them down or something… I think Valley Forge would be a great idea! I think that would give them a really good sense of what the war was like for the soldiers and everyone…. If we could turn the A/C down or use fans to make them chilly…. Yes! Okay, so let’s do that!!!!! We can plan the lesson out better later, we just need to get the basics down now I think!!!! :-) I’m not trying to interrupt you, I just want to get us through the stuff for this week first…. No, I think that was the end of my thought...though, if we teach this right before lunch, they’ll be starving! Adds to the excitement. Lol, that’s awesome! And true… We can put that in our scenario probably-right???? Or wherever that would go… So it would at least make sense for our lesson…. I like it!!!!
Okay, from the rubric:
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
v Person who first approached the other partner.
v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
v Where (location within the school) the first collaborative conversation took place.
The scenario includes:
v Grade level. 8th grade
v Content area(s). History
v Initial goal(s).
v Initial objective(s).
Part I Questions:
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443: Action complete
2. A planning form selected (provide link to a wiki page): Did you look at the planning form I put on the wiki? Yes ma’am!!! Looks great! I’m definitely good with it!
3. Strengths brought to the partnership and this particular lesson/unit by Person A Classroom Teacher
Ms. Klepac, the classroom teacher, has been a Social Studies teacher for ten years and has a distinct passion for Revolutionary history. ???good!
Ms. Klepac has insight into her students’ learning styles and any behavioral issues.
4. Strengths brought to the partnership and this particular lesson/unit by Person B School Librarian
Ms. De Angelis, the School Librarian, has a broad knowledge of the curriculum and the ability to find unique resources to highlight particular aspects of joint lessons. She is not afraid to incorporate evocative and thought promoting ….blah We’re getting there Yes…. my mind isn’t working… I can’t think of appropriate words for some reason…. jumping down...
Ms. De Angelis has experience in collaboration techniques, working with other faculty members on lessons for the past fifteen years???
Ms. De Angelis has ideas to enhance student learning in new ways… (This is not worded good…)
Is that what she means? Our roles for this, or our actual selves? Reading the next question, I’m guessing our roles? Oh, good questions… I was thinking our roles as well… Yes I think our roles because #5 talks about our pretend administrator….
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: During a drive-by? Hey, Mr. Smith, Ms. Duncan and I are going to teach a collaborative lesson. Would you like to observe on Tuesday during fourth period? Is that what she means? Yes, I think we would say one of us went to his office or cornered him in the hall or whatever and said that to him….
Note: Answer each of these questions here on the rubric.
I think we are on our way with this. I can put more serious effort Wed evening after I turn in the other thing and Thurs before we meet.
at other goals for tonight?
Sorry…. lol… Ummm, I think that was it for tonight… I agree about ending for tonight, and that souns good… You need to focus on your paper…. I will add more tomorrow and Thursday as well… I’m just not with it tonight…. But now I think we are on the same track and understand what we are doing a bit better…. So I think we’ll be ok… What about the scenario paragraph? Is that tonight? Yes, but it’s just the small print above the questions… We can add onto those questions later too… And then we’ll just combine it all into paragraph form… That won’t take but a minute… Then Thursday night we can just do the planning form and questions 6-10... Okay, chica, whatever you think is good. I’m not trying to procrastinate, but I know you have that paper to worry about and this is just going to where we make up where we met and who approached who and why we wanted to collaborate, etc.. It’s not something that is going to take significant thought… I agree. I think these two projects are a little loose...creating the lesson plan is okay. I agree… Okay, so Thursday...did we say 8:30 or 9?
Lol, I think we said 9, but we were both on here at 8:30 tonight… Either is fine with me...Let’s say 8:30 then, that seemed to work. If for some reason we need to continue or tighten up, we still have Friday. The thing’s not due until 9 PM. Okay, sounds good… I don’t think we’ll have a problem getting it finished…. Have a good evening ma’am and good luck getting that paper finished!!! Thanks, have a good night! :-) Goodnight!
3 Apr
Alright, so I know we have quite a bit of little things to go over from Part I, plus the stuff from Part II to do tonight, so I wanted to get on here, and get things rolling a bit…
So…
1) The Scenario:
-I am thinking we can just kind of go by what actually happened with us (except in reverse order…) where I (as the classroom teacher) have a problem because I am teaching the Revolutionary War, but I want to do something different with my students. I want to reach them and make them interested in the War… This is a part of our pasts as Americans and it means a lot to me that the students really “get into” the lesson… So, I come to you (the school librarian) to see if you have any ideas about how to get my students interested. One of my (our) co-workers collaborated with you on a lesson about slavery in literature (do you think it is okay to use Dr. M’s lesson or do you think she might get upset? Is it a form of plagarism????) and was very excited and thrilled about the outcome of your lessons together. I wanted to see if you could collaborate with me on the Revolutionary War unit and help me come up with an exciting lesson…. I think sticking to the somewhat truth is good. Also, we don’t have to name her, so I don’t see how she can get upset.
-Okay, we also have to include:
-grade level: 8th
-content area: history
-initial goal (s): to get the students interested and motivated to learn about the Revolutionary War
-initial objective (s): would this be student objectives??? Yes, I think so. From the group feedback:
Again, I am from the "less is more" school of standards/objectives. Again, evidence-based practice comes into play. Include only the objectives for which you will be collecting data. involve students in the upper levels of Bloom’s taxonomy.
2) The Standards:
-We decided for the TEKS:
-(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
-For the AASL, I found these possibilities? It’s hard to decide because I keep mixing up the single lesson with the whole unit…
-1.1.9: Collaborate with others to broaden and deepen understanding.
-3.1.3: Use writing and speaking skills to communicate new understandings effectively.
-4.1.8: Use creative and artistic formats to express personal learning.
3) The Part I Questions:
-I added some to parts of a few questions... and combined (in pink) one of the questions… I think we have to put all this on our rubric, so I’m posting our initial answers to #1 & 2 here…
-#1: Meetings on Google Docs 4/6, 4/8, 4/10, 4/13, 4/15, 4/17
-#2: Planning form “C” (is this the actual name?)
https://cd5443student.wikispaces.com/Benchmark--Scenario
4) That’s all I’ve got for now… I’ve got to do some work for my other class right now plus do some work for the 4.3 project, but I hope to look over the Part II stuff and kind of do a look-through of all of that before the meeting tonight….
See you tonight!!!!
Howdy! Wow, you’ve done a lot of work...
:-) Hi ma’am!!! I tried… I was feeling a little anxious I guess… So I thought instead of being on here forever tonight, I should go ahead and work on it a little… :-) I understand. Did you read the feedback on our previous project? She seemed pleased. Yes!!! I’m so excited!!!! My presentation didn’t go so well the time before, so I really needed a good grade…. Did you get your paper done??? Yes, though I didn’t do as much review and reassessment as I normally do. This was more of a rush job. We’ll see. Awe, I’m sure it’ll turn out good! Probably so and I have a fairly strong grade. Great!
I wasn’t sure what to do on the objectives…. so I didn’t do anything there….I want to look at the decon...I’m starting to get confused with standards and objectives… Okay… I was confused with goals and objectives…
So, standards are verbatim from the TEKS and AASL; the objectives are written using Bloom’s verbage. The goals... Ah…. Yes about the standards…. Ok on the objectives, that makes sense when compared with the decon….The goals are in our words/????? What we want out of the lesson???? Or no?????
When I go back and look at LP 4.1 in her book, the word ‘goals’ is not used. I see ‘Student friendly objectives” Are goals and objectives the same thing? Isn’t that what you asked earlier? Hmmmmm...Yes, I’m confused with the difference, but I’m sure they are not the same, at least to Dr. M, because she asks for both…. ??? But the Bloom’s stuff sounds right for the objectives… It says “initial goal” and “initial objectives” so I’m thinking she assumes they might change? I really think the goal is going to be what we want to come out of the lesson, whereas the objectives are going to be more specific…????
Where are you seeing this ‘initial…” stuff? It is on Part I of the 3.3 Rubric…. I copied and pasted the part II above here…. and the Part I, I copied and pasted a small portion (in black letters) at the top of today’s entry…. I see, thinking... Did it include the goal/objectives??? I mean I don’t think we have to list the information, I think it is supposed to be in paragraph form, but she is going to make sure all of that stuff is in the paragraph somewhere. Maybe not explicitly stated, but in there nonetheless…
I’m not seeing goals being different than objectives. If you look back at the rubric, that level ten standard is under the Instructional Goals and Standards category. What’s the level ten standard? I think there’s some synonyms going on. All present: The scenario includes:
v Grade level.
v Content area(s).
v Initial goal(s).
v Initial objective(s).
Oh, I see, the box for the full 10 points? Okay, I was confused…. I don’t know, I though they were the same too, but I’m worried because they are both listed Dr. M doesn’t see them as the same and it states in the 8 points box “One of these is missing from the scenario.” I just look at the list and the other items, are very different, so I would assume goals and objectives are different too??? I don’t think we put TEKS or AASL standards here, I think that goes in Part II when we do the collaborative form…. Maybe we could just add a few Bloom’s terms to our paragraph???? Yes, that sounds good. And if we basically use the paragraph that I wrote up top with a few minor changes, it states the goal kind of implicitly and I think that might work???? Also sounds good. Okay, let me paste the paragraph below in black and we can work on it….
Ms. Klepac was preparing to teach the Revolutionary War to her eighth grade history students, but she wanted to do something different with them. She wanted to reach them and make them interested in this part of their heritage as Americans and it meant a lot to her that the students really “get into” the lesson. Ms. Klepac therefore accosted the school librarian, Ms. De Angelis, on a visit to the library after school to see if she had any ideas about how to get the students interested. Another teacher had collaborated with Ms. De Angelis on a lesson about slavery in literature and was very excited and thrilled about the outcome of the collaboratively planned and co-taught lessons. Ms. Klepac is focusing on TEKS §113.20.b.4.c and wants her students to dramatize, describe, and distinguish in regards to the Revolutionary War unit with an exciting and engaging lesson that includes using sensory images.
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443:
Sessions on Google Docs on 4/6, 4/8, 4/10, 4/13, 4/15, 4/17 4/20, 4/22, 4/24
2. A planning form selected (provide link to a wiki page):
Planning form “C”: https://cd5443student.wikispaces.com/Benchmark--Scenario
3. Strengths brought to the partnership and this particular lesson/unit by Person A Classroom Teacher
Ms. Klepac, the classroom teacher, has been a Social Studies teacher for ten years and has a distinct passion for Revolutionary history. Ms. Klepac has insight into her students’ learning styles and possible behavioral issues. She is willing to try out teacher-librarian collaboration if it will enhance her students’ learning, and to continue its use, if successful.
4. Strengths brought to the partnership and this particular lesson/unit by Person B School Librarian
Ms. De Angelis, the School Librarian, has a broad knowledge of the curriculum and the ability to find unique resources to highlight particular aspects of joint lessons. She is not afraid to incorporate evocative and thought promoting techniques and strategies to the lessons. Ms. De Angelis has experience in collaboration techniques, from working with other faculty members on lessons for the past several years, and has ideas to enhance student learning in fun, interactive ways.
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
Ms. Klepac went to Mr. Smith’s office to inform him that she and Ms. De Angelis will be teaching a collaborative lesson and asked if he would like to observe on Tuesday during fourth period.
I LIKE IT!!!! Great job!!!!!!! :-) YES!!! Yay!!!!!
Ok, we need to add some Bloom’s terms, grade, subject...and fix it…. Should it be past tense or present tense???? ??Which ever, but it needs to be consistent. Lol, ok, let’s go for past tense….
I’m going to search for bloom terms…. Be right back!!!
I’m thinking dramatize, distinguish?, describe? These are good, especially dramatize with our reenactment. Yea, I thought that one for sure, and I was thinking the other two because of the sensory aspect…. I’m not sure though, but they’re just “initial” thoughts right????
Is that how you write the TEKS number??? I think so. ok
So are we done with Part I then???? Should we elaborate a little with the bloom’s?
???? We can, I don’t know that it’s necessary…. I think the scenario is just to give an overlay of where we are coming from with our lesson… I don’t think it needs to be really long or complex or anything???? Roger that. No, let’s keep it simple. Ok :-) Can I delete the table below???? sure if you want. We had missed the location of the initial meeting, so I added it. Oh! Good call!!! proceed Lol, should we polish up the part I questions too before we move to Part 2???? And put it right below the scenario so it’ll be easier to copy and paste to the wiki???? Or no??? Am I adding too many unimportant steps???? No, that’s fine. we can have them together so when we paste back into the rubric, and onto the wiki, it’s all there. Lol!!! Ok :-) Hey, stop wasting question marks...they cost money. LOL JK! It’s funny, because everything has four QM. ;) I know! I have a problem, that and the exclamation marks… and the periods I guess. :-) Okay, I copied and pasted… I left the colors so we’d understand what we were doing so we could fix it, but should we make it black??? Like some of them I think we could leave our own colors because it shows our joint work, but some of them (like 1, 2, and 5) it’s all a jumble of our words, so it really is joint work, so couldn’t we make that black? (I only used one that time!) ;) I’m open to colors or black in select area. We will paste this conversation into the wiki with colors intact, so she can refer to it if she has questions about black areas. Awesome, agreed! Okay, so I guess let’s go above to the questions :)
Part 2:
The collaborative planning form includes:
v Content-area standards – including a reading comprehension standard.
v Content-area objectives.
v AASL standard(s) and strand(s) (S4L).
S4L objectives (indicators).
See below.
The collaborative planning form includes:
v At least one graphic organizer.
v Self-assessment rubric for students.
v Assessment rubric for educators. (This can be the same but MUST be noted as such.)
Responsibilities for assessment.
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):
Note: Answer each of these questions here on the rubric.
Assessing and Turning in Your Work:
v Use the rubric to self-assess your work.
v One partner will submit the rubric with the top portions completed for both Part 1 and Part 2.
v The other partner will submit the URL to the scenario and the completed collaborative planning FORM (which includes your scenario) on your wiki.
Oh, I found you. Is the scenario paragraph complete? Sorry I was jumping around… Yes, I think so… Do you??? Yes, I want to paste it into the wiki now. Ok, and I just copied your planning form and I am going to paste it on here below this….
Collaborative Planning Form:
-Using Sensory Images Reading Comprehension Strategy
-TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(b) Knowledge and skills
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
-AASL Standards:
-1.1.9: Collaborate with others to broaden and deepen understanding.
-3.1.3: Use writing and speaking skills to communicate new understandings effectively.
-4.1.8: Use creative and artistic formats to express personal learning.
students to dramatize, describe, and distinguish
Teacher: Activate prior knowledge;
Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational
TLC: Create graphic organizer; create self-assessment rubric;
Students will reenact particular scenes from major Revolutionary War events.
Students will self-assess using a rubric.
Teacher and Librarian will informally assess student learning through group discussion and performance
Internet enabled computer / tablets;
__
5. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
This lesson is relevant to students’ lives because it is important to know where America came from; what it has gone through; why the students are able to live in a free country. It is important for students to learn from past events in order to learn how to move forward. Students will care because they are a part of the history. It is also important for students to realize the power of a collective and that they can make changes in their government and society if they participate actively.
6. Responsibilities for gathering or creating resources:
Teacher: Activate prior knowledge
Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational
TLC: Create graphic organizer; create self-assessment rubric;
7. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Teacher: Writes down sensory images as called out by students
Librarian: Controls the video clips and gives background information on each clip
TLC: Monitors student reenactments and informally assesses student work and discussion
8. Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Internet pathfinder, movie clips, computer/tablet
9. Materials (consumables such as graphic organizers, notemaking tools, art supplies):
Printed Graphic Organizers and student rubrics,
Oh, I get it,.... So where are the “particular scenes” coming from???? The movie?? Yes. I actually own a copy of it. Or do we provide them??? Are we doing something similar as the lesson decon. where the students watch the movie clips and call out the sensory images and one of us writes them down? Then they reenact the scenes???? I’m kind of confused on this aspect of the lesson… Well, me too. I guess that’s why we’re planning
We don’t have to have everything planned out yet at least ( I think that’s next week…), but we still have to have a firm grasp on what we are doing in order to answer these questions… It’s a lot to do…
I think I’m kind of lost...where are we exactly? ??? I think we are just skipping around answering whichever questions we think we can…..Are you available tomorrow? I don’t know that we can be 100% complete tonight. We’re (I’m) starting to get flaky...What time tomorrow? I’m available all day; what is your schedule ? I am available from 9:00 am to about 2:00 PM…. no, if we can meet during that time period, that’s great…. I don’t think we’ll need all that much time, we just need fresher brains. What about 11 am? I agree, and that will be perfect for me…. Okay, so we’ll reconvene at 11:00 tomorrow? Yes ma’am!!! Okay, let’s catch some ZZZs… :-) Okay, have a great night! You too!
tklepac1
10:30 PM Yesterday
Selected text:
Responsibilities for gathering or creating resources
What is the difference between this question and #3?
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ciara77055
No differences; remember, the questions below the line of demarkation are to be placed on the rubric. They should be copy / paste from the above collaboration form that is on the wiki
10:31 PM Yesterday
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tklepac1
OK... So they are the same questions? I'm confused...
10:33 PM Yesterday
tklepac1
Oh, I think I get it!
10:36 PM Yesterday
ciara77055
ok good
10:37 PM Yesterday
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10:23 PM Yesterday
Selected text:
Query / reinforce??
Sorry, you just introduced me to the "comments" function :-) What do you mean by "query/reinforce"?
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ciara77055
Maybe I meant 'activate'
10:23 PM Yesterday
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ciara77055
They should already have some background knowledge, no?
10:24 PM Yesterday
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tklepac1
Yes, I wasn't sure what to put there, so I made something up :-)
10:24 PM Yesterday
ciara77055
I'm jumping around a lot because my brain is short circuiting...
10:24 PM Yesterday
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tklepac1
Lol, I hear you...
10:25 PM Yesterday
tklepac1
I'm going to come back to this question...
10:26 PM Yesterday
10:18 PM Yesterday
Selected text:
TLC
What is the "TLC"?
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ciara77055
Teacher librarian collaboration
10:18 PM Yesterday
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ciara77055
togetherness..
10:19 PM Yesterday
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tklepac1
Ah! Ok :-)
10:19 PM Yesterday
ciara77055
9:58 PM Yesterday
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page
where are you?
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tklepac1
at the bottom?
10:02 PM Yesterday
4 April
Good morning!
Good morning!!! Ready to get this finished? lol...conservative. Yes, I am. I need to catch up on last week’s reading.
Ugh! Tell me about it… Plus I need to catch up on work in my other class-I have a paper due Sunday…. ACK!!!
So we just need to polish up the answers right?
Did we answer all the questions already? Guess we need to review.
Yes, I think we wrote all the answers last night, but things were getting a little disorganized maybe, and we were just writing…. I think it was getting confusing because we were both wiped out…
Let’s start with the form first:
Collaborative Planning Form:
-Using Sensory Images Reading Comprehension Strategy
-TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(b) Knowledge and skills
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783;
-AASL Standards:
-1.1.9: Collaborate with others to broaden and deepen understanding.
-3.1.3: Use writing and speaking skills to communicate new understandings effectively.
-4.1.8: Use creative and artistic formats to express personal learning.
Students to dramatize major Revolutionary events;
Students to describe Revolutionary War culture through the use of sensory image;
Students to distinguish differing political climes and economic perspectives leading to the war.
Teacher: Activate prior knowledge; use questioning during think aloud
Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational
TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
Students will reenact particular scenes from major Revolutionary War events.
Complete graphic organizer for sensory images within ‘John Adams’.
Students will self-assess using a rubric; educators will assess graphic organizers using rubric
Teacher and Librarian will informally assess student learning through group discussion and performance.
Internet enabled computer / tablets; printed graphic organizers and rubrics
__
#2 looks weak to me; I think it needs fleshing out
#3 from others just listed the tasks each educator was going to take care of ok...
Agreed. I think for the most part they all look good, I’m wondering about #3 though… are those learning expectations or resources?
What do you think? Maybe one more for #3 Teacher? Probably, but I don’t know what to put there… I think also maybe one more for #4…. how are you feeling now? I’m good with this first part….I just added a little more above
Yes, good call…
Rubric questions:
5. Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):
This lesson is relevant to students’ lives because it is important to know where America came from; what it has gone through; why the students are able to live in a free and democratic country. It is important for students to learn from past events in order to learn how to move forward. Students will care because they are a part of the history. It is also important for students to realize the power of a collective and that they can make changes in their government and society if they participate actively.
6. Responsibilities for gathering or creating resources:
Teacher: Activate prior knowledge; use questioning during think aloud
Librarian: Provide clips of ‘John Adams’; provide / create pathfinder; ensure all technology to be used is fully operational
TLC: Create graphic organizer; create self-assessment rubric; create graphic organizer rubric; informally assess students’ learning during lesson
7. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Teacher: Writes down sensory images as called out by students
Librarian: Controls the video clips and gives background information on each clip
TLC: Monitors student reenactments and informally assesses student work and discussion
8. Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Internet pathfinder, movie clips, computer/tablet
9. Materials (consumables such as graphic organizers, notemaking tools, art supplies):
Printed Graphic Organizers, GO rubrics, and self-assessment reenactment rubrics.
Yes… Sorry, I keep getting distracted...No worries, mate. lol Is the self assessment rubric for the reenactment? yes.. So… I think we’re good… I keep re-reading, but I think it’s alright…
Okay. I will paste this entire discussion into the wiki
I will paste my voice into the discussion.
I will paste the collaborative form answers into the form on the wiki
Okay, I will post voice in as well.
One partner will submit the rubric with the top portions completed for both Parts 1 and 2.
The other partner will submit the URL for the scenario and collaborative planning form (one
wiki page!).
ok, since you are pasting onto the wiki, how about I submit the rubric with the portions complete on the top and you submit the URL… Roger
Ok, so we are meeting Sunday at 9 to do more on the project???? When is your other project due? Sunday evening, but I should be done prior to or meeting… I would hope...I have drill this weekend. Are you available during the day on Monday? My other group is insisting on meeting on Monday evening even though I told them I would check on the archive and respond later because I’m getting up very early to go to SA. Lovely… Yes, I can meet Monday during the day… Again, between 9 and 2….
Okay, how about Monday at 11 AM to discuss the battle plan for project number 3. I think we will definitely need to step up the game for this one. I think she really wants it very complete with actual products? hold on something just happened outside, Illl be right back okay sorry, there was a huge bang outside, but I have no clue what it was… Anyway…. Yes, I agree, we need to step it up on the rest, she does want actual products, I think an actual graphic organizer and a rubric if I’m not mistaken… Plus the whole detailed lesson plan...Yes. Ok, sorry about that, scared the life out of me… could be anything, backfire, gunfire. Yea, no clue, but it was like it was right outside… Our neighbors don’t live very close….I understand...been to Iraq a couple of times...So, shall we email each other when we complete today’s tasks? Just to make sure we don’t have brain farts? Lol, yes, sounds good… I’m going to do my submission right after this…. Just have to copy and paste links onto the rubric…
Yes, I will start my tasks shortly, too. I will also start another GD for part three and invite you. Oh! Good idea. Okay… Ahhhhh, I think we’re finally getting there…
I will email you when I finish my tasks and meet you on the new GD Monday at 11 am...Roger that. Have a great day and a wonderful weekend. Good luck on your next paper. Thank you, you too, and good luck catching up on readings!